ACADEMIC TEXTS REPOSITORY

Summary

This scientific and methodological article examines the organisation of educational and research activities for students in biology classes under the New Ukrainian School (NUS) framework. It characterises modern approaches to implementing inquiry-based methods, including competency-based, activity-based, integrative, experimental-research, and information-research approaches. It is argued that inquiry-based learning facilitates the independent acquisition of knowledge through students' active participation in observations, experiments, and project work. Special attention is paid to the structure of research tasks, which encompass the full cycle of scientific cognition: from formulating hypotheses and planning experiments to data collection, analysis, and interpretation of results. The research provides concrete examples of structured assignments, such as modelling mini-aquatic ecosystems and studying the unique Marimo algae, which foster analytical thinking and practical skills in students aged 12 to 15. The study identifies common difficulties and barriers encountered during research activities and proposes methodologically sound strategies to overcome them. It is demonstrated that the integration of structured inquiry-based tasks stimulates students' motivation, increases engagement, and promotes a deeper understanding of natural phenomena. The findings are addressed to teachers, methodologists, and researchers in natural science education seeking to enhance biology instruction through modern inquiry-based methods. The ideas regarding the combination of experimental, project-based, and information-research activities within the context of the competency-based approach of the New Ukrainian School have been further developed.